Journal of Facilitating Learning and Improving Performance

COOPERATIVE LEARNING METHOD WITH ROLE PLAYING IN IMPROVING STUDENTS' UNDERSTANDING OF CONCEPTS AND COMMUNICATION SKILLS

Debora Ayu Monica — 2026-03-28

This study aims to develop a User Interface (UI) learning module based on a Learning Management System (LMS) for Social Studies, focusing on Mountain Eruption Mitigation and Sustainable Development Goals (SDGs) at SMP Laboratorium Universitas Negeri Malang. The research was motivated by the needs of digital-native students who are less responsive to conventional media, requiring innovative e-modules with interactive and user-friendly interfaces. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The resulting product is a digital module structured with concept maps, learning objectives, content, and closing sections, complemented by additional learning resources. Expert validation indicated the module was highly feasible, while limited trials revealed positive student responses to both interface design and content. Findings confirm that the LMS-based module with an interactive UI effectively enhances students’ ability to recall and understand concepts, providing theoretical contributions to technology-based learning media development and practical benefits for teachers and educational institutions in delivering engaging and effective digital learning materials.

THE ROLE OF ANIMATED LEARNING VIDEOS IN IMPROVING PROBLEM-SOLVING SKILLS STUDENTS IN SCIENCE LEARNING

Meilinda Dewantari Putri Prihandono — 2026-03-28

This research is motivated by the low problem-solving ability of students in abstract science materials, so a learning medium is needed to visualize abstract concepts. Therefore, this study aims to determine the effect of the use of animated learning videos on improving students' problem-solving abilities in the Human Circulatory System material. The scope of the research is focused on science learning at the junior high school level, especially grade VIII, by comparing learning outcomes between experimental classes that use animated learning videos and control classes that use conventional media. The research method used was a pseudo-experiment with a Pretest-Posttest Control Group design. The instrument was a multiple-choice test, and the data were analyzed using the Independent Samples T-test, N-Gain Score, and Cohen's d tests to determine the effectiveness of the treatment. The results showed that the experimental class experienced a significant increase compared to the control class. The N-Gain value is in the category of quite effective, while Cohen's value d shows that there is a large influence of the use of animated learning videos. This means that animated learning video media is able to improve students' problem-solving skills.

DEVELOPMENT OF A LEARNING MANAGEMENT SYSTEM-BASED LEARNING MODULE USER INTERFACE ON JUNIOR HIGH SCHOOL STUDENTS ABILITY TO REMEMBER AND UNDERSTAND CONCEPTS

Atta Mahawisa — 2026-03-28

ANALYSIS OF THE IMPLEMENTATION OF PROBLEM BASED LEARNING ASSISTED BY MICROSITE ID ON THE UNDERSTANDING OF LEARNERS' CONCEPTS IN INFAQ AND ALMS MATERIALS

Muhammad Kharis Bad'ul Munir — 2026-03-28

Learning the Qur'an Hadith at the MTS level still faces challenges in improving learners' understanding of concepts, especially in the materials of infaq and alms which are still learned through memorization. Therefore, a learning model is needed that is able to encourage active involvement of learners and relate the material to the real-life context. This study aims to analyze the difference in learners' understanding of concepts in infaq and alms materials between classes that use the Problem Based Learning (PBL) model assisted by Microsite ID and classes that use face-to-face learning. The research uses a quantitative approach with a quasi-experiment design in the form of a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class that received Problem Based Learning treatment assisted by Microsite ID and the control class that used the lecture and question and answer method. The research instrument is in the form of a multiple-choice concept understanding test that has gone through validity and reliability tests. Data analysis was carried out through normality, homogeneity, and hypothesis tests using t-tests. The results of the study show that there is a significant difference in conceptual understanding between the two classes. The experimental class showed a higher score increase than the control class.

DEVELOPMENT OF AN E-MODULE LEARNING SYSTEM BASED ON A LEARNING MANAGEMENT SYSTEM (LMS) ORIENTED TOWARDS SELF-EFFICACY TO IMPROVE COGNITIVE ABILITIES IN REMEMBERING AND UNDERSTANDING AMONG JUNIOR HIGH SCHOOL STUDENTS

Rysky Indra Prasta — 2026-03-28

This research aims to develop and test the feasibility, practicality, and effectiveness of social studies learning e-modules based onLearning Management System (LMS) mooc.um.ac.id which is oriented towards self-efficacion the material on Mitigating Mountainous Eruptions and its relationship to Sustainable Development Goals (SDGs). The research uses a multidisciplinary approach Research and Development(R&D) with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation The product was developed in flipbook format using Heyzine with visual design through Figma, then integrated into the LMS to organize the learning flow, activities, and evaluation. The e-module's feasibility was assessed through expert validation and obtained a very feasible category with an average of 99% (mean3.96). Student responses showed a very good level of acceptance with an average of 3.44 (86%). Learning effectiveness was analyzed using N-Gain with an average result of 0.858 (high category), indicating a significant increase in cognitive aspects C1 (remembering) and C2 (understanding). In addition, self-efficacy Students were in the high category (mean 3.09), indicating good confidence in learning through LMS. Thus, the LMS-based e-module developed was declared highly feasible and effective in supporting disaster mitigation-based social studies learning.

ANALYSIS OF AUDIO VISUAL MEDIA MESSAGE DESIGN IN HUMANIZING HUMANITY COMMUNITY SERVICE ADVERTISEMENT VIDEO

Amiirah Aniisah — 2026-03-28

The purpose of this study is to analyze the design of audio-visual media messages in Humanizing Humanity community service advertising videos. The method used is qualitative, with content analysis through observation and documentation of audio-visual elements. The results of the study show that emotional music and voice over play a role in building an atmosphere of empathy and strengthening humanitarian messages. Visual elements such as low colors, dark lighting, and close-up and medium shot techniques help clarify the characters' emotional expressions. Synchronization between audio and visuals amplifies the delivery of social messages more effectively. In conclusion, the design of the audio-visual message in the Humanizing Humanity video is able to increase the audience's attention, emotions, and understanding of the humanitarian message conveyed.

MODEL USAGE CONTEXTUAL FLIPPED GROUP CLASSROOM IMPROVES UNDERSTANDING OF CONCEPTS

Nadia Naradila Nindita — 2026-03-28

Science education at the junior high school level still faces challenges in improving students' conceptual understanding, particularly regarding the classification of living organisms, which is still taught through rote memorization. Therefore, a learning model is needed that can encourage active student engagement and connect the material to real-life contexts. This study aims to determine the difference in students' conceptual understanding before and after the implementation of the Contextual Flipped Group Classroom model on the topic of the classification of living organisms. The scope of the study is focused on science learning at the junior high school level, specifically on improving students' conceptual understanding at the C2 cognitive domain level in Class VII-E at SMP Negeri 5 Tuban. The study employed a quantitative approach with a pre-experimental One-Group Pretest-Posttest design. The research subjects consisted of 32 students selected through purposive sampling. The research instrument was a multiple-choice test that had been validated and had its reliability tested. Data analysis was conducted using descriptive statistics, a normality test, a Paired Sample T-Test, and an N-Gain test. The results of the study indicate a difference in students' conceptual understanding before and after the implementation of the learning model, as evidenced by differences in pretest and posttest scores. Additionally, the N-Gain test results fell into the moderate category. These findings suggest that the implementation of the Contextual Flipped Group Classroom model is capable of supporting more meaningful, contextual, and adaptive learning.

THE APPLICATION OF DISCOVERY LEARNING ASSISTED BY NARRATIVE PODCASTS TO IMPROVE LEARNING UNDERSTANDING

Wildan Atma Pamungkas — 2026-03-28

This study examines the low level of students' understanding in learning, particularly in the topic of the History of the Birth of Pancasila at the junior high school level, which indicates the need for improvement through the implementation of more active learning strategies and the utilization of contextual and relevant learning media. Therefore, this study aims to determine the effect of applying the Discovery Learning strategy combined with narrative podcast media on students' level of understanding. This study employed a quantitative approach with a quasi-experimental research design using a Nonequivalent Control Group Design involving two classes (n = 60). Data collection techniques included pretest–posttest and documentation, while the research instruments were tested for validity and reliability. Data analysis was conducted using normality tests, homogeneity tests, N-Gain calculations, and Independent Samples T-Test. The results showed that both groups experienced improvement; however, the experimental class that applied Discovery Learning with narrative podcast media obtained a higher average posttest score (85.37) compared to the control class (80.63), with an average N-Gain score of 0.6853 in the experimental class and 0.5830 in the control class. Furthermore, a statistically significant difference was found (t = 2.270; p = 0.027). The findings imply that the integration of narrative podcast media in the Discovery Learning strategy is effective in improving students' understanding (C2). Therefore, educators are recommended to utilize podcasts as contextual stimuli in exploration-based learning, and future researchers are encouraged to develop other audio-based learning media innovations to enhance the quality of learning.

ANALYSIS OF THE DESIGN OF @RUANGGURU’S INSTAGRAM EDUCATIONAL CONTENT FROM THE PERSPECTIVES OF MULTIMEDIA LEARNING AND COGNITIVE LOAD THEORY

Revi Tri Ramadhany — 2026-03-28

The development of social media has encouraged the emergence of digital learning through Instagram-based microlearning content. This study aims to analyze the message design of Ruangguru’s educational Instagram content from the perspectives of Multimedia Learning and Cognitive Load Theory. This study employed a qualitative approach using content analysis methods on five selected educational Instagram contents from Ruangguru through purposive sampling. Data were collected through documentation and observation of visual and verbal elements, including layout, color, typography, illustrations, and message structure. Data analysis used qualitative content analysis based on the principles of Multimedia Learning and Cognitive Load Theory. The findings revealed that Ruangguru’s educational content integrates verbal and visual elements to support digital learning communication. The use of illustrations, contrasting colors, typography, and communicative language enhances the attractiveness and readability of information. Most contents also applied multimedia, signaling, and spatial contiguity principles. However, several contents still showed dense text and visual elements that potentially increased users’ extraneous cognitive load. This study provides practical implications for developing effective, visually engaging, and cognitively supportive educational social media content in digital learning.

CROSS-CULTURAL NON-VERBAL COMMUNICATION BIAS IN K-12 MULTICULTURAL CLASSROOMS: INSTRUCTIONAL MECHANISMS, MEASUREMENTS, AND STRATEGIES

Blasius Moa — 2026-03-28

Globalization and international migration have made K–12 classrooms increasingly multicultural, so teachers are required to have adaptive communication sensitivity. This study aims to examine the mechanisms of cross-cultural non-verbal communication bias, analyze the measurement instruments used, and identify culturally responsive instructional strategies to reduce these biases. The researcher used the Systematic Literature Review (SLR) method with PRISMA guidelines and selected articles from the Scopus, Google Scholar, Web of Science, ERIC, ScienceDirect, and SpringerLink databases in the period 2015–2026. The results of the selection produced 26 journals and 2 books that met the inclusion criteria. The analysis shows that non-verbal communication bias arises through differences in interpretation of eye contact, gestures, proximal, paralanguage, haptics, and silent behavior influenced by enculturation and cultural norms. The measurement instruments used included the Intercultural Sensitivity Scale (ISS), cultural-free non-verbal assessment, classroom observation, and multimodal video analysis. Effective culturally responsive instructional strategies include culturally responsive teaching, intercultural competency training, reflective forums, the use of immersive technology, and the development of teachers' non-verbal communication competencies. This study concludes that non-verbal communication bias is a significant challenge in multicultural learning, but can be minimized through the integration of systematic and sustainable instructional strategies.

ANALYSIS OF GRAPHIC DESIGN PRINCIPLES AND ETHICS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) ON THE GRADUATION APPEAL POSTER OF SMA 1 SIMANJAYA

Alya Nurul Wahidah — 2026-03-28

The use of GenAI in graphic design is becoming a trend that could shift the role of designers, especially in educational institutions that lack professional resources for creating informational content and school promotions. Even though the design made by GenAI still does not fully meet the principles and ethics of design. Therefore, this research was conducted with the aim of analyzing the principles of graphic design and the ethics of using AI in the graduation appeal poster of SMA 1 Simanjaya. This research was conducted with a qualitative descriptive approach based on a case study on the poster of the graduation appeal of SMA 1 Simanjaya. Data is collected through documentation, interviews, and observations. Data analysis is carried out in 3 stages, namely data condensation, data presentation, and drawing conclusions. The results of the analysis showed that the poster for the graduation of SMA 1 Simanjaya had met the principles of contrast, balance, emphasis, and rhythm but had not met the principles of proportion and unity. Meanwhile, in the ethical aspect, posters still contain bias, data privacy risks, and lack of transparency.

ANALYSIS OF MULTIMEDIA MESSAGE DESIGN ON THE KHAN ACADEMY KIDS PLATFORM BASED ON MAYER'S MULTIMEDIA PRINCIPLES

Amirah Qonitatus Zakiyyah — 2026-03-28

The development of digital learning media has encouraged the use of multimedia platforms in early childhood learning. Khan Academy Kids is a digital learning platform that offers a variety of interactive activities. This study aims to analyze the application of Mayer's multimedia principles on the Khan Academy Kids platform and their relationship to cognitive load theory in supporting children's learning. The study used a descriptive qualitative approach using observation and literature review techniques. The results show that Khan Academy Kids has implemented most multimedia principles, and can help reduce cognitive load.

INTEGRATING COGNITIVE LOAD, MULTIMEDIA LEARNING, FLIPPED CLASSROOM, AND SELF-EFFICACY: A SYSTEMATIC LITERATURE REVIEW

Dominikus Kebaopun Sogen — 2026-03-28

This systematic literature review examines the integration of Cognitive Load Theory (CLT), Multimedia Learning (ML), Flipped Classroom (FC) pedagogy, and Self-Efficacy (SE) in technology-mediated education. As digital learning environments become more complex, there is increasing demand for approaches that address both cognitive processes and learner motivation. While CLT and ML have traditionally guided instructional design, the rise of flipped classroom models has shifted attention toward learner autonomy, engagement, and psychological readiness. However, the relationships among these constructs remain insufficiently synthesized. Using a structured review protocol, this study analyzes peer-reviewed research through thematic synthesis and bibliometric mapping to identify conceptual relationships and research trends. The findings indicate that CLT provides the foundational principles for instructional design, while ML applies these principles to digital learning practices. The flipped classroom is mainly viewed as a pedagogical approach that promotes active and flexible learning. Self-efficacy consistently emerges as a key factor influencing learning performance, often functioning as a mediating or moderating variable. This review proposes an integrated cognitive–motivational framework that highlights interactions among instructional design, learner beliefs, and engagement in flipped learning environments.

GAMIFICATION AS A LEARNING MESSAGE DESIGN IN INCREASING STUDENT ENGAGEMENT IN A DIGITAL LEARNING ENVIRONMENT

Nudia Dwi Izza Salsabilah — 2026-03-28

Gamification is one of the approaches in digital learning that is able to increase student involvement through the use of game elements in the learning process. This study aims to analyze the role of gamification as a learning message design in increasing student engagement in the digital learning environment. The research method used is a literature study by reviewing various journals and scientific articles related to gamification, learning message design, student engagement, and digital learning. Articles were obtained through Google Scholar and ScienceDirect using the keywords "gamification", "instructional message design", "student engagement", and "digital learning". The data was analyzed descriptively through the process of reading, understanding, and synthesizing the results of previous research. The results of the study show that gamification elements such as badges, leaderboards, progress bars, rewards, and challenges are able to increase student attention, motivation, and involvement in digital learning. In addition, the design of interactions through instant feedback and interactive activities helps create a more communicative and enjoyable learning experience. Effective gamification design needs to pay attention to visual, interaction, personalization, and balance of challenge levels so that digital learning becomes more meaningful. Thus, gamification can be used as an effective learning message design strategy in improving the quality of digital learning.

DUAL MESSAGE ANALYSIS ON CIGARETTE ADVERTISING IN THE PERSPECTIVE OF MESSAGE DESIGN AND COGNITIVE LOAD

Moh Farid Nur Fahruddin — 2026-03-28

This study analyzes dual messages in cigarette advertisement posters using the perspective of message design and cognitive load. The study uses a qualitative approach with descriptive analysis methods on cigarette advertisement posters. The researcher analyzes the posters based on assessment components and message design principles, including pedagogy, technology, logistics, text layout, graphics and color, multimedia components, and maintenance. The results show that the posters use symbolic visuals, contrasting colors, and artistic typography to attract audience attention. The posters create an image of freedom and self-expression through slogans and visual illustrations. However, the posters display dual messages between promotional messages and health warnings. This condition creates conflict in visual communication and increases audience cognitive load. The posters emphasize promotional messages more than health messages, reducing the educational function of the media. The findings show that effective message design requires not only strong visuals but also clear and consistent communication.

THE IMPLEMENTATION OF MAYER’S MULTIMEDIA PRINCIPLES IN DIGITAL STORYTELLING: A MESSAGE DESIGN ANALYSIS OF FERRY IRWANDI’S VIDEO ESSAYS

Ahmad Depri Kurniawan — 2026-03-28

In the digital education ecosystem, digital storytelling formats such as video essays can trigger cognitive overload if not systematically designed. This qualitative study utilizing descriptive content analysis critically analyzes the implementation of Richard E. Mayer’s twelve multimedia learning principles on Ferry Irwandi’s YouTube channel to manage audience attention in informal environments. Purposive sampling selected three high-density video essays focusing on chronological history and macroeconomics published between 2024 and 2026, each exceeding a fifteen-minute duration. Data analysis involved iterative unitizing, coding, frequency tabulation, and cognitive-based interpretation. The findings reveal a consistent pattern dominated by three core message design pillars: (1) reducing extraneous processing via Coherence and Signaling through high-contrast neon text and chalk markings; (2) managing essential processing via Segmenting and Modality using micro-chapters and voice-overs as visual offloads; and (3) fostering generative processing via Personalization and Voice through a humanized conversational tone. The implications recommend that instructional designers adopt these creative editing techniques to package complex academic materials adaptively without sacrificing conceptual depth.

ANALYSIS OF THE SUITABILITY OF VISUAL DESIGN OF ENERGY CONVERSION MEDIA WITH THE COGNITIVE CHARACTERISTICS OF JUNIOR HIGH SCHOOL STUDENTS BASED ON MULTIMEDIA LEARNING PRINCIPLES

Nur Asikin Saharu — 2026-03-28

Visualization of procedural science material such as energy conversion is necessary to represent invisible energt chages, however its effectiveness depends on compatibility with the student's cognitive characteristics. This study analyze the suitability of the design of energy conversion media based on coherence, segmenting, signalung and spatial contiguity and their implications for junior high school students’ cognitive load. This study uses a quantitative descriptive approach with a content analysis method. Data is collected through direct observation of all visual elements of the media, including layout, text, color, visual markers and sequence of information. The analysis instrument was compiled based on a synthesis of literature on multimedia learning and cognitive load. Results show consistent application of segmenting, signaling and spatial contiguity consistently, however the application of coherence is still weak due to the use of irrelevant decorative elements. These findings show that the success of visualization in science learning is not only determined by the presence of animations, but also depends on the suitability of the design with the cognitive characteristics of students. This study recommends the elimination of irrelevant decorative elements and maintaining the integration of the principles of segmenting, signaling and spatial contiguity in the development of science learning media in junior high schools.

EVALUATION OF MESSAGE DESIGN ON GOVERNMENT AND PRIVATE INSTAGRAM: A COMPARATIVE STUDY OF @KEMDIKTISAINTEK.RI AND @RUANGGURU

Darwani Darwani — 2026-03-28

This study aims to evaluate and compare the application of graphic design principles on Instagram accounts @kemdiktisaintek.ri (government) and @ruangguru (private). In Indonesia's education sector. The method used is qualitative content analysis with a comparative approach. The analysis object includes 3 screenshots of each account that includes profiles, story highlights, and feed posts. The assessment instrument uses 11 graphic design principles: dominance, color & contrast, proportion, repetition, hierarchy, balance, white space, typography, emphasis, rhythm, and unity. The results showed that @ruangguru obtained an average score of 4.7/5, while @kemdiktisaintek.ri obtained a score of 3.6/5. The most significant differences are found in the principle of repetition (2.5 vs 5) and unity (3 vs 5). The main drawbacks of @kemdiktisaintek.ri are the absence of a standard design template and inconsistency of accent colors. This study concludes that color consistency alone is not enough; Uniform design templates are a key factor in the success of message design on social media.

DIGITAL INTERACTIVE MEDIA DESIGN TO INCREASE STUDENT ENGAGEMENT IN LEARNING

Fransiskus Tuli Repi — 2026-03-28

This study maps the knowledge structure of digital interactive media design in the context of student involvement using a bibliometric approach. The analysis was conducted by co-occurrence of VOSviewer 1.6.20 assisted keywords, based on 200 bibliographic entries published between 2016 – 2026. The mapping results showed 21 items, 4 clusters, 151 links, and a total link strength of 507. The terms engagement and medium are identified as the dominant nodes that connect the concepts of online learning, blended learning, multimedia, e-learning, effectiveness, the role of teachers, and curriculum design. Overlay visualization shows the development of themes from initial to recent publications, while density visualization emphasizes the density of central terms and peripheral themes that still have the potential to be developed. These findings confirm that the literature emphasizes the relationship between digital media and learner engagement, while also pointing to the need for more specific definitions of engagement and media design that supports cognitive, affective, and behavioral engagement. This study provides a conceptual framework for media researchers and developers to understand research trends, thematic directions, and potential for digital interactive media design development.

EVALUATING THE SINDARA WEBSITE'S MESSAGE DESIGN FOR PRIMARY TEACHER PROFESSIONAL DEVELOPMENT

Meiyasa Anggraini — 2026-03-28

This study aims to analyze the message design of the SINDARA website (Integrated Teacher Data and Information System), a digital platform developed by the Ministry of Primary and Secondary Education to support the professional development of elementary and junior high school teachers. The study employed a qualitative content analysis approach using a multilayered evaluation rubric. The website’s message design was evaluated based on the communication theories of Shannon–Weaver, Schramm, Berlo’s SMCR model, and Pettersson; Mayer’s Cognitive Theory of Multimedia Learning (12 principles); Dual Coding Theory; Cognitive Load Theory; principles of infology and infographics; and the principles of Universal Design for Learning (UDL). The analysis utilized a five-dimensional assessment rubric with a four-point scale applied to seven main pages of the SINDARA website. The findings indicate that the SINDARA website demonstrates strengths in visual hierarchy and information clarity, particularly on the PKGSD-MBI page (mean = 3.50). However, significant weaknesses were identified in the accessibility of dynamic content, the consistency of verbal messages, and the implementation of the Coherence Principle. This study formulates nine instructional message design principles that can be implemented in similar educational digital platforms in Indonesia, while also contributing to the literature on instructional message design for government educational digital platforms.